Sentences with phrase «whose value students»

Lessons and insights whose value students will appreciate in the future — once they get some sleep.

Not exact matches

The Jacob study16 found student attitudes and values influenced by two factors: a few outstanding professors whose personality affected their lives; and the prevailing climate of opinion or ethos of the campus.

But even here the emphasis falls on becoming aware of hidden assumptions, learning how to live with people whose «value systems» differ, and acquiring the critical detachment necessary for students to «choose for themselves what principles will guide them.»

They were flat - rate up - front annual charges, to the value of # 1,125 in 2004, for which all students whose parents earned over # 32,000 per annum were liable.

Organizers with the deep - pocketed charter school lobbying group Families for Excellent Schools promise the same flashy production values as in previous pro-charter-school rallies, when performers such as the musician Questlove entertained thousands of students whose schools gave them the day off.

There is a wealth of useful tips on Next Wave (see boxes above and below), and you may also want to seek advice from your institution's Careers Service (check first that they offer support to staff — their remit may only be for students) or other people whose opinion you value.

Supervised by PhD student Babatunde Okesola, whose research is supported by The Wild Chemistry Scholars Fund, Edward hoped to create gels which could interact with drugs such as Naproxen, and release them at the slightly alkaline pH values found in the intestine rather than the acidic conditions in the stomach.

As an undergraduate student in biology at Stanford University in Palo Alto, California, Marcy came under the wing of evolutionary biologist Elizabeth Hadly, whose outreach work made Marcy keenly aware of the value of doing more than just research.

UPDATE — The LA Times coverage of the report contains a similar misinterpretation: «But the study found that teachers whose students said they «taught to the test» were, on average, lower performers on value - added measures than their peers, not higher.»

Students to explore the value placed on life and our preconceptions of whose life is more valuable.

The study — conducted by William L. Sanders, the statistician who pioneered the concept of «value - added» analysis of teaching effectiveness — found that there was basically no difference in the achievement levels of students whose teachers earned the prestigious NBPTS credential, those who tried but failed to earn it, those who never tried to get the certification, or those who earned it after the student...

While I have consistently explained that value - added data systems have real limitations, they do provide a systematic way to identify teachers whose students are at least improving in math and reading at better - than - average rates.

Greene's recognition of the values - laden nature of discipline systems all but begs for choice: Parents should be able to weigh, as one factor among many, schools whose philosophy about behavior management, classroom culture, and approach to student discipline most closely mirror their own beliefs and practices.

This has profound implications: Chetty and colleagues estimate that replacing a teacher whose value added is in the bottom 5 percent of the distribution with an average teacher would increase the present discounted value of students» lifetime income by more than $ 250,000 for a typical class (of 28 students).

A Department of Education 2008 report determined that students who seek to master an academic topic with mastery - oriented goals show better long - term academic development than do their peers whose main goals are to get good grades or outperform others, thus the value of including feedback other than formal grades and of metacognition.

They include Jim Barksdale, the former chief operating officer of Netscape, who gave $ 100 million to establish an institute to improve reading instruction in Mississippi; Eli Broad, the home builder and retirement investment titan, whose foundation works on a range of management, governance, and leadership issues; Michael Dell, the founder of Dell Computers, whose family foundation is valued at $ 1.2 billion and is a major supporter of a program that boosts college going among students of potential but middling accomplishment; financier and buyout specialist Theodore J. Forstmann, who gave $ 50 million of his own money to help poor kids attend private schools; David Packard, a former classics professor who also is a scion of one of the founders of Hewlett - Packard and has given $ 75 million to help California school districts improve reading instruction; and the Walton Family Foundation, which benefits from the fortune of the founder of Wal - Mart, and which is the nation's largest supporter of charter schools and private school scholarships (see «A Tribute to John Walton,»).

And, as public schools increasingly filled with students from diverse backgrounds, determining whose values to teach became more problematic.

Our estimates imply that replacing a teacher whose value added is in the bottom 5 percent with an average teacher would increase students» cumulative lifetime income by a total of $ 1.4 million per classroom taught.

Even the most «standard» curriculum decides whose history is worthy of study, whose books are worthy of reading, which curriculum and text selections that include myriad voices and multiple ways of knowing, experiencing, and understanding life can help students to find and value their own voices, histories, and cultures.

Have each student find the other student in the class whose total exactly matches his or her own in value.

The average value of all scholarships given by a scholarship organization can not exceed $ 2,762 in 2018, except for students with special needs, whose scholarships can not be less than $ 4,749.

Teacher scores: A Dec. 11 article in the LATExtra section reported that a preliminary study by education experts had found that teachers whose students said they «taught to the test» scored lower than average on value - added analysis.

The New York Times, Wall Street Journal, New York Daily News and others are seeking the value - added rankings of about 12,000 teachers in grades 4 through 8 whose students took state English and math tests.

In New York, value - added measures — for those teachers whose students take standardized tests — will only make up 25 percent of their rating.

For example, suppose that every year a fifth grade teacher is assigned highly gifted students whose learning is not captured by the yearly achievement test, and that her value - added measure does not account for the gifted status of these students.

Teachers whose students do better than predicted are said to have «added value»; those whose students do worse than predicted are «subtracting value.»

Studies provide evidence that value - added measures meaningfully distinguish between teachers whose future students will consistently perform well and teachers whose students will not.

We know that we can remove apparent systematic errors in value - added errors when we account for detailed information on disability status, especially for teachers whose classes have majorities of students with disabilities.

For instance, students in poorly financed schools, whose parents are not engaged in their education, often do poorly on tests; the value - added model controls for these sorts of factors.

In the kind of methodologically sophisticated, intellectually fatuous study that has become all too common, Chetty, Friedman, and Rockoff claim to have found long - term economic benefits for students whose teachers have higher «value added» scores.

The Economist's first ever college rankings focused on the value - added to the student, with an approach that rewarded colleges and universities whose graduates exceeded salary expectations for their field and socio - economic background.

The Legends awards were conceived in 1999 to celebrate distinguished individuals in the world of art and design, whose accomplishments and values resonate with those of Pratt Institute.The event's mission is to raise funds to provide financial aid to Pratt students based on need and merit.